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Media Studies 11-12 Textbook Media Study Guides by Teachers in EDCP 481 Table of Contents Identity & Culture 1. Ma Vie en Rose (Lucas Mann & Marie-Anne Hellinckx) 2. Mean Girls (Chelsea Campbell & Michelle Fatkin) 3. Little Miss Sunshine (Chris Howey & Yik Wah Penner) 4. A Warrior’s Religion (Paramjit Koka & Rupinder Grewal) 5. Thirteen (Kelly Skehill & Kat Ast) 6. 16 and Pregnant (Thomas Froh & Peter Maxwell) 7. My Sister’s Keeper (Stephanie Malloy & Jon Schmidt) 8. One Week (Ashley MacKenzie & Alex Thureau) 9. Schindler’s List (Paul Eberhardt & Rhonda Lochhead) 10. Family Guy & The Simpsons (Amerdeep Nann & Ashley Bayles) 11. Bright Star (Mark Brown) 12. Freedom Writers (Grace Woo & Chris Flannelly) 13. Schindler’s List (Jennifer Olson, Jenn Mansour & Sarah Kharikian) 14. The Television Family (Melissa Evans & Shaun Beach) Culture, Fiction, Power, and Politics 15. Lord of the Rings (Lance Peters & Alex McKillop) 16. The Dark Knight (Adam Deboer & Alvin Lui) 17. Advertising & the End of the World (Safi Arnold & Zachary Pinette) 18. The Office (Fay Sterne & Brittaney Boone) 19. The Corporation (Michael Wuensche & John Ames) 20. Outsourced (Michael Bui & Jennifer Neff) 21. Food Inc. (Liilian Ryan & Sarah James) 22. Mad Men (Graham Haigh & Dean Morris) Environment, Ecology, and Reality 23. Avatar (Wendy Sigaty & Haley Lucas) 24. Wall-e (Rachel Fales & Jennifer Visser) 25. Into the Wild (Kady Huhn and Hannah Yu) 26. Wall-e (Kara Troke and Taha Anjarwalla) 27. 127 Hours (Nick De Santis & Nam Pham) 28. Lost (Dianna Stashuk and Adam Alvaro) Music and Gaming Culture 29. Where is the Love? (Stef Dubrowski & Jess Lee) 30. Popular Music and Videos (Alexander McKechnie) 31. Need for Speed Video Game (Tyler Cook, Peter Halim & Brian Hornberg) Preface & Acknowledgements This text represents the work of a group of 56 teachers enrolled in a Media Studies course at the University of British Columbia in the summer of 2011, designed and taught by Dr. Stephen Petrina. The group was challenged to author Media Study Guides that appeal to students in a range from grades 6 to 12 and provides teachers with an interesting resource for use in the classroom. The individual sections can be adopted and integrated into any number of subjects or adopted as a textbook for Media Studies or Media Education courses in secondary school. We acknowledge the support of family and friends and the various cultural agents and artists whose illustrations or texts were incorporated into the sections of the book. We also acknowledge the work of PJ Rusnak, a graphic designer and scholar who created the cover, and Lana Trey, for helping to organize the book. We hope you are inspired by insights within each section and encourage you to continue learning about media and technology. MA VIE EN ROSE Un Guide d’étude Document préparé par : Lucas Mann et Marie-Anne Hellinckx Réalisateur – Alain Berliner Date de production: 1997 Introduction « Ma vie en rose » est un film belge dirigé par Alain Berliner et produit par Carole Scotta en 1997. Ce film gagna plusieurs prix dont le Golden Globe du meilleur film étranger. Ce film raconte l’histoire d’un garçon pré pubertaire qui aime s’habiller en fille et est convaincu qu’il est une fille enfermée dans le corps d’un garçon. Son entourage réagit négativement à sa recherche d’une identité sexuelle et ses parents, autres adultes ainsi que ses amis le forcent à se comporter comme un garçon. Intention Les garçons manqués sont un phénomène Ce guide d’étude à propos du commun plus au moins accepté. Il n’y a pas de film « Ma vie en rose » a été stigmatisme social associé à une fillette qui conçu pour des lycéens. On y s’habille comme un garçon, qui joue des jeux trouve de l’information et des sauvages, qui est fière de ses bleus, qui porte des suggestions d’activités pansements sur ses genoux écorchés comme des d’apprentissage pour des cours trophées d’honneur, et qui préfère jouer aux de français, d’hygiène et de billes que de sauter à la corde. C’est vu comme un santé, de développement développement normal. humain, et de média. Renversez la situation, -- un garçon qui adopte les traits d’une fille – c’est le scandale. Un garçon qui joue à la poupée, se maquille, se déguise en C’est le thème qu’ Alain Berliner explore dans "Ma Vie en Rose." Résultats d’apprentissage prescrits - Illustrer une compréhension de l’intrigue du film. - Les élèves seront capables d’identifier les messages controverses présentés dans le film - Les élèves exploreront leurs attitudes et valeurs associées avec le message présenté dans le film. - Les élèves emploieront la pensée critique pour exprimer et appuyer leurs opinions. - Les élèves participeront à des discussions approfondies sur les sujets présentés dans le film. - Les élèves produiront une annonce publique contre l’homophobie et de ce fait appliqueront leurs connaissances en production médiatique. - Les élèves démontreront leur habilité d’utiliser une caméra numérique et un logiciel de trucage et de montage. Nunc cursus magna quis Questions avant la séance A discuter en groupe de 4 • A quoi vous fait penser le titre ? • Quels sont les jouets, activités et couleurs que vous associez avec les garçons ? • Quelles qualités ou façon d’être • Quels sont les jouets, définissent une fille ? activités et couleurs que vous • Quelles qualités ou façon d’être associez avec les filles ? définissent un garçon ? • Pensez-vous que les enfants • D’après-vous, que veut dire le ont le droit de choisir les mot homophobie ? activités auxquelles ils Qu’est-ce qui a été dans votre veulent participer ? Sinon, • pour quelles raisons ? école pour adresser le problème de l’homophobie ? • Dans un sport violent, quelles qualités recherche-t- • Quelle serait votre réaction si on parmi les joueurs ? un de vos frères, cousins ou amis se comportait en fille ? 2 Questions après la séance • Comment les adultes • Que pensez vous de la phrase réagissent-ils au comportement du père « à sept ans on ne se de Ludovic? déguise plus en fille? » • Quel adulte d’après-vous réagit • C’est la première fois que le mieux? Illustrer votre réponse l’homosexualité est abordée à l’aide d’une des scènes. dans une histoire d’enfant. Cela • Quelle serait d’après vous la a-t-il influencé votre perception réaction de vos parents? Qui du sujet? Comment? serait la personne la plus • Dans ce film, les adultes sont indulgente dans votre incapables d’expliquer à entourage? Ludovic pourquoi vouloir • Que pensez-vous de la question devenir une fille est de la psychologue : « Quel inacceptable. Comment enfant désiriez-vous? »? Cette expliqueriez-vous la situation à théorie est-elle fondée? Ludovic sans le blâmer ni le persécuter? Dans une des scènes les plus poignantes, la maîtresse d’école dit aux camarades de classe qui se moquent de Ludovic « Certains de vos camarades de classe sont différents de vous. Vous êtes tous différents. Vous devez acceptez les gens comme ils sont et vous respectez les uns et les autres. A votre âge vous vous recherchez encore. » Avez-vous déjà entendu cette leçon de morale? Dans quelles circonstances? 3 Activités - Créer une annonce publique contre l’homophobie. - Analyser une scène critique du film Source: http://www.openclipart.org Création d’une Analyse de scène annonce publique Critères du projet: Analyser la scène du renvoi de l’école de Ludovic. • Le métrage sera d’une durée entre 30 secondes et une minute. • Participation égale des membres • Avec un partenaire, faites une chronologie du groupe. des éléments de cette scène. • Exprimer un message clair et pertinent. • Discuter avec votre partenaire les comportements adultes qui ne prennent pas en considération le bien-être de l’enfant. 1. Développer un story-board et • Rechercher dans la charte des droits humains un brouillon du script. et dans la loi qui gère les écoles si on y fait mention du droit à la scolarité de tout enfant. Filmer les scènes avec une 2. • Ecrire un paragraphe sur ce que vous pensez caméra numérique. de ce renvoi. 3. Usage du logiciel de trucage et de montage. Analyse critique des 4. présentations des autres groupes. 4 Activité Système de classement des films Lisez les définitions des classements de film ci-dessous. D’après vous, où placeriez-vous ce film dans le système de classement ? Cochez la bonne case et justifiez votre choix dans un paragraphe. Justification 5 Conclusion Ce film est un film avant-coureur car c’est la première fois que l’on traite du sujet de l’homophobie parmi les enfants. La citation ci-dessous nous parle de la controverse de la censure du cinéma. Alan A. Stone Boston Review, December 1997/ January 1998 "Ma Vie en Rose" ("My Life in Pink") is, to my knowledge, the first cinematic exploration of gender identity in young children. It is about Ludovic, a seven year old French boy who is convinced he is meant to be a girl .... [The film] has no action, no violence, no romance, no aliens, no natural disasters -- not even a recognizable star. It is certainly no comedy and, though it is a film about children, many conventional parents will not want their children to see it. In sum, it has no targeted audience .... Yet in a world that genuinely prized and did not just tolerate difference, this film would have been made by Disney. It marks a new, truthful departure in cinematic understanding of difference in human sexuality and gender identity in children .... Think of all the "sinister" stereotypes that have traditionally been associated with left-handedness, and the unnecessary discipline and punishments we visited on left-handed children. We may someday come to think about children like Ludovic in much the same way.
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